Miss Kelley
AP US History
Room A122
AP U.S. History is a demanding introduction to American history and culture that assumes a high level of interest
and competence. This course is similar to a first-year college course; students should expect that the workload will
be heavier than most regular high school history courses. The analytical thinking, writing, and reading skills that
students develop in AP U.S. History will equip them for college and lifelong learning.
In order to succeed, students need both to be motivated to study and to be able to keep up with the demands of a
college-level course. By taking the AP Exam at the end of the course, students have the opportunity to demonstrate
that they have, indeed, learned college-level material and are prepared to enter advanced college courses.
AP U.S. History integrates political, social, economic, cultural, diplomatic, and intellectual history in order to
convey the experiences of particular groups within the broader perspective of the American past. At the same time,
it connects events and issues from the past to the concerns of the present. History shows Americans continuously
adapting to new developments as they shape the world in which they live. Often, ordinary Americans from a diverse
range of backgrounds are thrust into extraordinary circumstances and the result is an exciting study in the "American
experiment." As students study this long-term process, they will also encounter the unexpected -- unique events,
unintended outcomes, and singular individuals. A strong course that will prepare students to become "students of
history" will include the following points for emphasis:
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chronological organization
geographical literacy
point of view
political dynamics
economic patterns
o social and cultural trends
o intellectual developments
o influences on the arts
In general, the first semester will begin with early colonization in the 1500s and 1600s and end with Reconstruction
or the late 1800s. The second semester may cover the period from the early twentieth century to the present. In
addition to the historical content the AP course will also train students to analyze and interpret historical documents,
assess the validity of historical propositions and build an effective argument. It is desirable to practice writing skills
frequently in order to prepare students for the free response section of the examination. The coursework has to be
completed by the end of April to allow time for a review of material for the AP U.S. History Exam in early May.
The year will be organized as follows:
First Quarter
Discovery and Settlement of the New World, 1492-1650-Unit I
America and the British Empire, 1650-1754-Unit I
Colonial Society-Unit II
The U.S. Invented: Revolution to Constitution, 1776-1800-Unit II
Second Quarter
Jeffersonian Democracy, 1800-1816-Unit III
Nationalism, Sectionalism and Economic and Territorial Expansion-Unit IV
Sectionalism-Unit IV
Jacksonian Democracy-Unit IV
Creating American Culture-Unit IV
The Civil War and Reconstruction-Unit V
END OF 1ST SEMESTER
Third Quarter
Legacy of Slavery and Reconstruction-Unit VI
The Gilded Age-Unit VII
The rise of modern America: Industrialism and Urban Society-Unit VII
Progressivism-Unit VIII
World War I-Unit VIII
Fourth Quarter
Prosperity and Depression, 1920-1941-Unit IX
World War II-Unit IX
The Cold War-Unit X
Post World War II Domestic and Foreign Policy-Unit X
We will use several books in this class: Give Me Liberty by Eric Foner., and A People’s History of the United
States by Howard Zinn. You will also receive a student created book called Discover America that will help with
your homework. In addition, we will be reading a large number of primary and secondary documents and several
short history books, such as Revolutionary Mothers by Carol Berkin and Narrative of the Life of Frederick
Douglass by Frederick Douglass. In addition we will be using primary and secondary sources. The reader we
will use is Eric Foner’s Voices of Freedom, Vol. I and II. (referred to as Voices)
Because we do not have time to watch movies in class, I will offer a “Night At The Movies” as extra credit. These
will be offered throughout the year; Hollywood movies that deal with an historical topic will be shown. We will
decide as a class what time works best for the largest number of students. If you cannot make the movie night, you
may watch the movie on your own and do a writing assignment to receive the extra credit. If you have other reasons
for not wanting to watch the movie, you may pick an alternate, clear it with me and watch that movie for extra
credit. This is completely voluntary.
Assessment. Grades will be based on quizzes, tests, essays, in class writing assignments and daily work.
Participation is also a large part of this class. We will also be using Socratic Circles that will count toward your
grade. Your notebook will also be graded (see below). Each nine weeks, at least one major DBQ (Documents Based
Question) essay will be assigned. We will also write free response essays throughout the year and they may be
included on the unit exams.
The grading scale is: 100-93%-A, 92-85%-B, 84-75%-C, 74-65%-D, 64-0%-F
A student who is absent is responsible to find out what he/she missed. It is not the responsibility of the teacher to
seek out the student and inform him/her what the makeup work is. In an AP course, absences are especially difficult
because of the amount of work that is done both in the classroom and the homework. District policy will be
followed with regard to absences and dropping the class. Two days is allowed for make up work to be completed.
If an assignment is due on the day a student is absent and the student had prior knowledge of the assignment, it is
expected that the assignment will be handed in the day the student returns to class.
Notebooks. All students will keep a separate notebook for history. A three ring binder is required. Your notebook
should contain room for syllabi, study questions, and the numerous supplementary readings that you will be
assigned. Reading notes are an integral part of a well-designed notebook. The study questions are designed to help
you read and take notes more effectively. You are not expected to answer each question in writing; use the
questions to help identify main ideas and to assess how well you understand the material. If you choose not to take
reading notes because “it’s too much work,” then don't expect me to guide you through the reading. (see AP
Binder section below).
Writing Workshops: In order to improve essay writing, I will offer times before and after school during which we
will work on writing skills specifically for APUSH. First semester we will focus our time on the free response
essays (FR) and second semester we will focus on writing the documents based question (DBQ). We will
concentrate on the thesis statement and introductory paragraph and then move to developing the main paragraphs.
Homework is due on time. Assignments are given to support a topic being covered in class, they are not given as
busy work, therefore, late work will be docked one letter grade for each day it is late. In order to be successful in this
class and in life, work must be completed on time.
EBoard Site: The AP program at Washington has purchased Eboard sites. The link for this class is
www.APUSHistory.whswarriors.site.eboard.com. I will upload power point presentations, notes, take home
quizzes and tests and other information vital to the class. This is particularly useful if you are absent so please visit
the site on a regular basis.
Class Expectations
Students are expected to:
A. Be respectful of each class member’s right to learn and participate
B. Arrive to class on time every day
C. Complete assignments on time
D. READ the assignments
E. Keep a class notebook
F. Participate in class discussions and activities in a positive way
G. Be engaged in the intellectual discipline associated with the study of history
H. Check grades on Parent View at least once a week
I. Score a 3-5 on the AP exam
The AP Binder
Your binder will be your best friend in this class. Periodically I will ask you to leave your binders so that I may
grade them. Some assignments will not be collected - I will look for them in your binder. Not all binder
collections will be announced in advance!
TOP 5 REASONS FOR A BINDER
WHY A BINDER? (instead of a notebook) - Reason #5 – it is too difficult to keep all of your notes and handouts
in a flimsy notebook! Reason #4 - you need to keep your returned work where you can find it -- in your binder!
Reason #3 - you will want to arrange your notes and homework in logical order. Reason #2 - you and I will be
VERY happy that you are so organized! The #1 reason - it's a requirement!
WHAT TO GET: Obtain a "heavy duty" binder, preferably one that has "locking" tabs. You may want to buy just
one binder to use all year, or you may decide to buy one for each quarter. You’ll want the "view" type binder so that
you can insert a new "cover page" for each unit. You will also need to buy loose-leaf binder paper. NOT
ACCEPTABLE: a spiral or other notebook "inserted" into the binder!
Find index tabs or make your own. Note that each section must be divided by tabs that stick out!
HOW YOU WILL USE THE BINDER: The binder will contain all the material relevant to one unit of study.
Remember, do not use this for any other class because I will pick them up from time to time to grade.
KEEP YOUR "STUFF" SO THAT YOU CAN STUDY FOR THE AP EXAM!!!! (I suggest that you put your
binder(s) in a safe place so you can use it at the end of the year to study for the AP exam.
HOW TO DIVIDE THE BINDER: Use TABS (that stick out) to divide each section. Each section must be
labeled on its Tab.
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Your binder will have a COVER SHEET - which you will want to slip into the "view" part of the binder's
cover. You must have your name on the cover sheet. You will design a new cover for each unit.
(Appropriate to the unit under study, of course!) Illustrate freehand or download graphics.
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Vocabulary-You will want to put your vocabulary and study guide from each chapter in this section.
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Lecture notes, class-work notes and in-class assignments. This section will also include most handouts. All
pages must be dated (including handouts) and filed in chronological order! This section can be filed "latest
on top" or "first to last," but your chronology must be consistently followed!
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Student Reading Guides These are the "workbook"-type, photocopied for you. File by chapter.
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Student NOTES on the Readings: These are the "as you read" note-taking guides, Cornell notes, and/or
SPRITE charts for each chapter.
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Homework - especially Essays and DBQ's. Note that this is a separate section from the Student Notes and
Reading Guides. Any "UNCOLLECTED HOMEWORK" MUST be filed in this section, and then re-filed
into appropriate section after binder check.
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Readings This section will contain mostly Readings that are too bulky to file in your "lecture" section.
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Returned quizzes (with corrections)
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Maps. (This section stays in your binder all year)
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Timelines and Events Charts (This section stays in your binder all year)
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PRESIDENTS Section (This section stays in your binder all year.)
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Extra Tab Something always comes up.....
Study Groups:
I encourage you to form study groups. I think you will find it very helpful to work on discussion questions and
review for tests with fellow students. The amount of daily reading and related assignments will be consistent
throughout the year. However, you will probably need to adjust to the workload during the first few weeks of
school. You may find this particularly true if this is your first AP class. Sharing this experience with a study group
will, most likely, make the adjustment period easier.
The College Board suggests that when approaching this topic outline, it may be helpful to relate the topics to
the broader THEMES listed below in order to better understand the “big picture.”
A. American Diversity
B. American Identity
C. Culture
D. Demographic Changes
E. Economic Transformations
F. Environment
G. Globalization
H. Politics and Citizenship
I. Reform
J. Religion
K. Slavery and Its Legacies in North America
L. War and Diplomacy
How to get in touch with me other than during class time:
If you or your parents/guardians want to talk with me about your progress, clarification of assignments, constructive
suggestions about the class, get to know me better, etc., please feel free to try any of these channels. Hopefully, we
will successfully link up with each other. When you leave messages, please be sure to give me a telephone number
and times when you can be reached as well as a brief idea of why you are calling. This will help me be prepared to
best respond to your questions when we talk.
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My home phone number: 838-7367
Email: Rebecca.Kelley@k12.sd.us
Drop by Room A122 or the Social Studies TPC A150 before or after school.
Leave a note in my mailbox in the Main Office.
FINALLY-WHS uses the TURNITIN Plagiarism program. This is an online program that scans papers for any
misuses of copyrighted materials, including past DBQs and free response essays written by WHS students. If you
are not yet familiar with this program, I will introduce you to it early in the first quarter. This program will prove
invaluable to you as you prepare for college work. Plagiarism is a serious offense and in college can result in failure
of a class or being removed from the university. WHS also takes plagiarism very seriously. You will receive a zero
for any paper that is plagiarized.
Skills
AP U. S. HISTORY IS DESIGNED TO DRAW UPON AND STRENGTHEN THE FOLLOWING SKILLS:
READING SKILLS
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Identifying the argument.
Restating major ideas in concise form.
Asking intelligent questions.
Distinguishing relevant from irrelevant material.
Distinguishing between fact and opinion.
Evaluating the credibility of different views.
Altering reading approaches to a variety of purposes: skimming, reading for main ideas, factual mastery.
Using what you already know to help you comprehend new material.
Using new material to challenge and modify what you already know.
Recognizing bias.
Making inferences and drawing conclusions
WRITING SKILLS
Be able to write an effective and well-organized essay that includes:
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an introductory paragraph
a thesis statement
body paragraphs with topic sentences
a concluding paragraph, and
citations and a “Works Cited” page.
Be able to write for different purposes, including:
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to analyze,
to synthesize,
to compare and contrast, and
to support conclusions and persuade your reader of the validity of your thesis.
ANALYSIS & INTERPRETATION SKILLS
Be able to analyze and interpret material in the following forms: (We will be using the US National Archives and
Records Administration analysis worksheets to analyze the following):
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Charts and graphs
Historical atlases
Art and literature
Maps and map symbols
Political cartoons
Visual materials
MISCELLANEOUS SKILLS
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Utilizing library and Internet resources
Forming and defending opinions based upon evidence
Mastering large amounts of information for presentation on an examination or in a paper
Effectively communicating ideas orally
Recognizing recurring themes
Effectively organizing a notebook
AP US History Topic Outline
NOTE-The readings and essays listed are not meant to be a complete a list. Time will dictate what we will be
able to use.
1. A New World-Chapter 1 THEMES-C,D,G
a. Early inhabitants of the Americas
b. American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley
c. American Indian cultures of North America at the time of European contact
2. Beginnings of English America-Chapter 2 THEMES-A,C,E,G,K
a. First European contacts with Native Americans
b. Spain’s empire in North America
c. French colonization of Canada
d. English settlement of New England, the Mid-Atlantic region, and the South
e. From servitude to slavery in the Chesapeake region
f. Religious diversity in the American colonies
g. Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution, and the Pueblo Revolt
Read CH. 1, Zinn, Packet-Montesquieu, Rousseau, Locke; Voices Ch. 1-1,3,5; Ch. 2-8, 9
Unit I Multiple Choice Test
3. Creating Anglo America; Slavery-Chapters 3, 4 THEMES-A,B,C,D,E, H,G
a. Population growth and immigration
b. Transatlantic trade and the growth of seaports
c. The eighteenth-century back country
Quiz-Colonial Society
d. Growth of plantation economies and slave societies
e. The Enlightenment and the Great Awakening
f. Colonial governments and imperial policy in British North America
CH. 3and 4 MC Test
Complete chart on the American colonies, Map exercise of the early colonies
Read handout-Mercantilism, The Colonial Economy; Voices Ch. 3-15,16,17,19; Ch. 4-21, 24
Out of class paper-write no more than a two page paper on The Enlightenment and It’s Impact on America
Introduction to the DBQ-Group work on the 1993 DBQ-New England and the Chesapeake Regions
4. The American Revolutionary Era, 1754-1789-Chapters 5, 6 THEMES-C,D,E,H,L
a. The French and Indian War
b. The Imperial Crisis and resistance to Britain
c. The War for Independence
d. State constitutions and the Articles of Confederation
e. The federal Constitution
Complete chart on the French and Indian War and on the Revolutionary War.
Read CH. 4, Zinn; Packet-Proclamation of 1763, The Revolution As a Social Movement by J.Franklin
Jameson, The Declaration of Independence, Voices Ch. 5-31; Ch. 6-33,35,36
Read The Constitution and complete study guide
Analyze 2004 DBQ on The French and Indian War
Unit II MC Test
5. Founding A Nation and Securing the Republic-Chapter 7 and 8 THEMES-B,C,D,E,H,J,K,L
a. Washington, Hamilton, and shaping of the national government
b. Emergence of political parties: Federalists and Republicans
c. Republican Motherhood and education for women
d. Beginnings of the Second Great Awakening
e. Significance of Jefferson’s presidency
f. Expansion into the trans-Appalachian West; American Indian resistance
g. Growth of slavery and free Black communities
h. The War of 1812 and its consequences
Read Federalist #10, #51, Crevecoeur’s What Is An American, Voices Ch. 7-41,44; Ch. 8-46,47,48, 50
CH. 5 Zinn
Revolutionary Mothers by Carol Berkin
Unit III Qwest
2005 DBQ American Revolution
6. The Market Revolution-Chapter 9 THEMES-A,B,C,E,K
a. The transportation revolution and creation of a national market economy
b. Beginnings of industrialization and changes in social and class structures
c. Immigration and nativist reaction
d. Planters, yeoman farmers, and slaves in the cotton South
Voices Ch. 9-53, 54, 55, 56
7. Democracy in America vs. The Peculiar Institution-Chapters 10 and 11 THEMES-B,C, H
a. Emergence of the second party system
b. Federal authority and its opponents: judicial federalism, the Bank War, tariff controversy, and states’
rights debates
Jacksonian democracy and its successes and limitations
Voices Ch. 10-59, 60, 62; Ch. 11-64, 65, 67, 69
c.
8. Religion, Reform, and Renaissance in Antebellum America-Chapter 12 THEMES-A,B,C, J, K
a. Evangelical Protestant revivalism
b. Social Reforms
c. Ideals of domesticity
d. Transcendentalism and utopian communities
e. American Renaissance: literary and artistic expressions
Read CH. 6 Zinn, Voices Ch. 12- 73, 74, 75
2002 DBQ Reform Movements
9. A House Divided-Chapter 13 THEMES-A,B,C,D,F,H,K,L
a. Territorial acquisitions
b. Early US imperialism: the Mexican War
c. Pro and anti-slavery arguments and conflicts
d. Compromise of 1850 and popular sovereignty
e. The Kansas-Nebraska Act and the emergence of the Republican Party
f. Abraham Lincoln, the election of 1860, and secession
Read CH. 8 Zinn, Voices Ch. 13-78, 79, 82
Essay Test-Manifest Destiny
Narrative of the Life of Frederick Douglass by Frederick Douglass
10. Civil War-Chapter 14 THEMES-B,D,E,K,L
a. Two societies at war: mobilization, resources, and internal dissent
b. Military strategies and foreign diplomacy
c. Emancipation and the role of African Americans in the war
d. Social, political, and economic effects of war in the North, South, and West
Read Packet-Lincoln’s 1st and 2nd Inaugural Addresses, Emancipation Proclamation, Gettysburg Address
Read CH. 9 Zinn, Voices Ch. 14- 85, 86, 88, 91
11. Reconstruction-Chapter 15 THEMES-A,B,C,D,E,H
a. Presidential and Radical Reconstruction
b. Southern state governments: aspirations, achievements, and failures
c. Role of African Americans in politics, education, and the economy
d. Compromise of 1877
e. Impact of Reconstruction
f. Reconfiguration of the southern agriculture: sharecropping and crop lien system
Voices Ch. 15-93, 94
Unit V MC Test
12. America’s Gilded Age-Chapter 16 THEMES-D,E,F,K
a. Expansion of manufacturing and industrialization
b. Second Industrial Revolution
c. The West Transformed
d. Competitors for the West; miners, ranchers, homesteaders, and American Indians
e. Expansion and development of western railroads
f. Government policy toward Native Americans
Voices Ch. 16-99, 100, 101
13. Populism and Imperialism-Chapter 17 THEMES-A,B,C,D,E,I
a. Origins of Populism
b. The Segregated South
c. The politics of segregation: Jim Crow and disfranchisement
d. Redrawing the Boundaries
e. Becoming A World Power
f. Black America: urban migration and civil rights initiatives
Voices Ch. 17-107, 110, 111
CH. 14 Zinn
Unit VI MC Test
14. The Progressive Era-Chapters 18 THEMES-B,C,D,E,H,L
a. An Urban Age and A Consumer Society
b. Varieties of Progressivism
c. The Politics of Progressivism
d. The Progressive Presidents
Voices Ch. 18-113, 116, 119
DBQ 2003 Form B Progressive Era
15. The United States and World War I-Chapter 19 THEMES-D,E,I, J
a. An Era of Intervention
b. America and the Great War
c. The War at Home
d. Who is an American
Voices Ch. 19- 120, 122, 124
16. From Business Culture to Great Depression: The Twenties- Chapter 20 THEMES-A, B, E
a. The business of America and the consumer economy
b. Business and Governmen: Harding, Coolidge, Hoover
c. The culture of Modernism: science, the arts, and entertainment
d. Responses to Modernism: religious fundamentalism, nativism, and Prohibition
e. The Great Depression
Voices Ch. 20- 128, 129, 133
DBQ-1920s
17. The New Deal-Chapter 21 THEMES-A,B,E,H
a. The First New Deal
b. The Grassroots Revolt
c.
The Second New Deal
d.
The New Deal and Minorities
e.
The New Deal coalition and its critics from the Right and the Left
f.
A New America
Voices Ch. 21-134, 135, 137, 141
CH.15 Zinn
Essay Test- FDR and The New Deal
18. The Second World War-Chapter 22 THEMES-A,B,E,G,H,L
a. Prelude to war: policy of neutrality
b. The attack on Pearl Harbor and United States declaration of war
c. Diplomacy, war aims, and wartime conferences
d. The United States as a global power in the Atomic Age
e. Wartime mobilization of the economy
f. Urban migration and demographic changes
g. Women, work, and family during the war
h. Civil Liberties and civil rights during war
i. Expansion of government power
Voices Ch. 22-142, 144, 147, 148
CH. 16 Zinn
Unit VII MC Test
19. The United States and the Cold War-Chapter 23 THEMES-B,E,G,H,L
a. Origins of the Cold War
b. Truman and containment
c. The Cold War in Asia: China, Korea, Vietnam, Japan
d. Diplomatic strategies and policies of the Eisenhower and Kennedy administrations
e. The Red Scare and McCarthyism
f. Impact of changes in science, technology, and medicine
Voices Ch. 23-149, 150, 151, 152, 154, 155
DBQ 2001 Eisenhower and the Cold War
20. An Affluent Society-Chapter 24 THEMES-B,C,D,H,I
a.
Emergence of the modern civil rights movement
b. The affluent society and “the other America”
c.
Consensus and conformity: suburbia and middle-class America
d.
Social critics, nonconformists, and cultural rebels
e.
Impact of changes in science, technology, and medicine
Voices Ch. 24-159, 161, 162
CH. 17 Zinn
CH. 24 Qwest
21. The Turbulent 1960s-Chapter 25 THEMES-A, B,C,D,E,L
a. From the New Frontier to the Great Society
b. Expanding movements for civil rights
c. Cold War confrontations: Asia, Latin America, and Europe
d. Beginning of Détente
e. The antiwar movement and the counterculture
Voices Ch. 25-164, 166, 167, 168, 169, 170
CH. 18 Zinn
Ch. 25 Qwest
22. The Triumph of Conservatism-Chapter 26 THEMES-A,B,C,E,G,H,I,L
a. Nixon
b. Vietnam and Watergate
c. The End of the Golden Age
d. The Rising Tide of Conservatism
e. The Reagan Revolution
Voices Ch. 26- 174, 175, 176
CH. 20 and 21 Zinn
23. Globalization and Its Discontents-Chapter 27 THEMES-D,E,F,G
a. Demographic changes: surge of immigration after 1965, Sunbelt migration, and the graying of America
b. Revolutions in biotechnology, mass communication, and computers
c. Politics in a multicultural society
Voices Ch. 27-178, 179, 181, 182
24. September 11 and the Next American Century-Chapter 28 THEMES A,G,H,L
a. Globalization and the American economy
b. Unilateralism vs. multilateralism in foreign policy
c. Domestic and foreign terrorism
d. Environmental issues in a global context